Pronunciation: Ss practice-to-fluency. Solution: guided drill.

Asumptions: Some may already know a good number of these words, while others may struggle with what’s “new.” Pair stronger Sswith weaker Ss for balance (if needed).Stage Time Objective Procedure Interaction1 :05 Engagement for Whiteboard – Illustration of Robinson’s (floor levels) T>S Language Lesson: Shops and Shopping – to Opening shopping bag, Teacher asks: “Who likes shopping? Here are interest Ss in topic. some things I bought this week. (display scarf, magazine, medicine, food). “Where would you buy this? (scarf) Department Store. And this? (magazine) Newsstand. Where would you buy some medicine? (Drugstore). And, something to eat, like tuna? (Supermarket)

2 :05 Introduce lexis – to be “What’s the biggest Department Store in Phuket? How many shop at T>S, S>T sure lexis does not Robinson’s? How many floors does Robinson’s have. Using whiteboard, present a problem for elicit names for each floor (Ground Floor, 1st floor, 2nd floor, 3rd floor, and comprehension Basement.)

4 :05 Prediction Exercise Instruction: “I’m going to give you a worksheet showing Anna on a T>S shopping trip. Look at each picture and draw a line to the store department she is in. You can work with a partner. [ICQ: “Are we going to match each picture to a store department?” (Yes) “Will we draw a line, or a circle?” (Circle) Task: Ss complete task. Pairwork Feedback: Ss listen to CD, and check that answers are marked Whole Class correctly.

Cont. Tape 1 [“Have you got the new Coldplay CD?”] Stop tape. Listening – Elicit: “What did you hear?” Whole Class “Have you got the new Coldplay CD?” Model: “Have you got the new Coldplay CD? T>S, S>T “Have you got the new Coldplay CD?” CCQ: “Is she making a demand?” (No) “What is she doing?” (“Asking for something.”) “How is she asking?” (“Have you got . . .”) Re-model: “Have you got the new Coldplay CD?” “Have you got the new Coldplay CD?” Drill: “Have you got the new Coldplay CD?” (Group) Whole class (Pairs) (Individuals)

Cont. Tape 1

Tape 2 [“Excuse me. Have you got this in a medium?”] Stop tape. Listening – Elicit: “What did she say?” Whole Class “Excuse me. Have you got this in a medium?” Model: “Excuse me. Have you got this in a medium?” T>S, S>T “Excuse me. Have you got this in a medium?” CCQ: “Is she asking for directions?” (No) “Is she telling him something?” (She’s asking . . .) T>S, S>T “Is she asking impolitely.” (“No, she said, ‘excuse me.’”) Re-model: “Excuse me. Have you got this in a medium?” “Excuse me. Have you got this in a medium?” Drill: “Excuse me. Have you got this in a medium?” (Group) Whole Class (Pairs) (Individuals)Cont. Tape 2

Tape 3 [“I want a book about Greece.”] Stop tape. Elicit: “What did you hear her say?” “”I want a book about Greece.” Model: “I want a book about Greece.” “I want a book about Greece.” CCQ: “Is she giving directions?” (No) “Is she telling her something?” (She’s asking something.) “Is she asking ABOUT something? (. . . FOR something.) “What does she want?” (A book about Greece.) Re-model: “I want a book about Greece.” “I want a book about Greece.” Drill: “I want a book about Greece.” (Group) (Pairs) (Individuals)